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Vocational Education Curriculum Specialist (VECS). Module 3: Applying Knowledge of Learning Processes and Outcomes to Instruction. Study Guide. (Teaching/Learning Module).

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Title: Vocational Education Curriculum Specialist (VECS). Module 3: Applying Knowledge of Learning Processes and Outcomes to Instruction. Study Guide. (Teaching/Learning Module).
Authors: American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.
Peer Reviewed: N
Page Count: 98
Publication Date: 1976
Sponsoring Agency: Office of Education (DHEW), Washington, DC.
Contract Number: OEC-0-74-9286
Document Type: Guides - General
Descriptors: Classroom Environment, Curriculum Development, Educational Objectives, Group Instruction, Higher Education, Individualized Instruction, Instructional Design, Instructional Materials, Instructional Programs, Learning Modules, Learning Processes, Postsecondary Education, Secondary Education, Specialists, Study Guides, Teacher Education, Vocational Education
Abstract: One of 15 core modules in a 22-module series designed to train vocational education curriculum specialists (VECS), this guide is intended for use by both instructor and student in a variety of education environments, including independent study, team teaching, seminars, and workshops, as well as in more conventional classroom settings. The guide has five major sections. Part I, Organization and Administration, contains an overview and rationale, educational goals and performance objectives, recommended learning materials, and suggested reference materials. Part II, Content and Study Activities, contains the content outline arranged by goals. Study activities for each goal and its corresponding objectives follow each section of the content outline. Content focus is on influences affecting vocational education objectives and how they are determined at the classroom level; classroom conditions that support each type of learning outcome; course planning to establish learning conditions; and delivery of instruction to meet individual needs (assumptions underlying group instruction and individualizing vocational education). Part III, Group and Classroom Activities, suggests classroom or group activities and discussions keyed to specific content in the outline and to specific materials in the list of references. Part IV, Student Self-Check, contains questions directly related to the goals and objectives of the module, which may be used as a pretest or posttest. Part V, Appendix, contains suggested responses to the study activities from part II and responses to the student self-checks. (HD)
Notes: For related documents see CE 009 129-136 and CE 009 192-206
Journal Code: RIEMAY1977
Entry Date: 1977
Accession Number: ED132404
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Vocational Education Curriculum Specialist (VECS). Module 3: Applying Knowledge of Learning Processes and Outcomes to Instruction. Study Guide. (Teaching/Learning Module).
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  Data: <searchLink fieldCode="AR" term="%22American+Institutes+for+Research+in+the+Behavioral+Sciences%2C+Palo+Alto%2C+CA%2E%22">American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.</searchLink>
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  Data: N
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  Data: 98
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  Label: Publication Date
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  Data: 1976
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  Label: Sponsoring Agency
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  Data: Office of Education (DHEW), Washington, DC.
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  Data: OEC-0-74-9286
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  Data: Guides - General
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  Data: <searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Objectives%22">Educational Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Instruction%22">Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Programs%22">Instructional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modules%22">Learning Modules</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Specialists%22">Specialists</searchLink><br /><searchLink fieldCode="DE" term="%22Study+Guides%22">Study Guides</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+Education%22">Vocational Education</searchLink>
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  Label: Abstract
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  Data: One of 15 core modules in a 22-module series designed to train vocational education curriculum specialists (VECS), this guide is intended for use by both instructor and student in a variety of education environments, including independent study, team teaching, seminars, and workshops, as well as in more conventional classroom settings. The guide has five major sections. Part I, Organization and Administration, contains an overview and rationale, educational goals and performance objectives, recommended learning materials, and suggested reference materials. Part II, Content and Study Activities, contains the content outline arranged by goals. Study activities for each goal and its corresponding objectives follow each section of the content outline. Content focus is on influences affecting vocational education objectives and how they are determined at the classroom level; classroom conditions that support each type of learning outcome; course planning to establish learning conditions; and delivery of instruction to meet individual needs (assumptions underlying group instruction and individualizing vocational education). Part III, Group and Classroom Activities, suggests classroom or group activities and discussions keyed to specific content in the outline and to specific materials in the list of references. Part IV, Student Self-Check, contains questions directly related to the goals and objectives of the module, which may be used as a pretest or posttest. Part V, Appendix, contains suggested responses to the study activities from part II and responses to the student self-checks. (HD)
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  Data: For related documents see CE 009 129-136 and CE 009 192-206
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      Pagination:
        PageCount: 98
    Subjects:
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Educational Objectives
        Type: general
      – SubjectFull: Group Instruction
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Individualized Instruction
        Type: general
      – SubjectFull: Instructional Design
        Type: general
      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Instructional Programs
        Type: general
      – SubjectFull: Learning Modules
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Postsecondary Education
        Type: general
      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: Specialists
        Type: general
      – SubjectFull: Study Guides
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Vocational Education
        Type: general
    Titles:
      – TitleFull: Vocational Education Curriculum Specialist (VECS). Module 3: Applying Knowledge of Learning Processes and Outcomes to Instruction. Study Guide. (Teaching/Learning Module).
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